The Process

Length of lessons:

Lesson 1: Barter and Trading Activity- two 45 minute sessions
Lesson 2: Blind Drawing- 45 minutes
Lesson 3: How to Read an Object Activity- 45 minutes
Lesson 4: How did the Introduction of the Horse Change Nez Perce Culture?
   Warm up: 45 minutes
   Session one – four 45 minute sessions
Lesson 5: How Travel has Changed: Oral History
  Session one – one 45 minute session
  Session two – two 45 minute sessions
Lesson 6:  Traveling to the Coastal Tribes to Trade: two 45 minute sessions
Lesson 7: My Trading Journal: three to five 45 minute sessions
Wrap Up Activity and Discussion with KWL– one 45 minute session

Lessons:
 Barter and Trading Activity
   Activity 1: 
   Session one: Introduction and warm up: Before starting these activities read the book “Welcome to Kaya’s World 1764: Growing Up in a Native American Homeland.” This will give the students some background knowledge of the Nez Perce Tribe.
 On the first day the teacher will brainstorm with the students what they already know about any type of trading. This will be written on a large piece of paper or on the computer and saved until the end of the lesson.
K- What we know
W- What we want to learn (questions)
L- What we learned from these activities
 A KWL chart will find out what the students Know about trading before we start the
activities, What they want to know, and what they Learned at the end of this lesson and after all activities are done. Students will be assigned homework to bring a few items that they will trade with other students in the class for the next day for session two.
These items are required to be hand-made or found in nature. By the end of session one, what students know about trading and what they would like to learn should be filled in.

Activity two:
   Using Rifle (# 9742)
Teacher will select a couple students to role-play how to barter and trade using the rifle before they begin. They need this gun to travel west so they can hunt for game and not go hungry. The students will be divided up into pairs to try to practice how to barter and trade with the items they brought from home. The students should be ready to trade with the rest of the class. The teacher will decide if students can talk or just use hand signs during the trading. They will be given 20 minutes for this process.
The class will then come together the last 10 minutes to summarize and discuss what they have learned about the trading activity.
 
 
Lesson 2: Blind Drawing:

Using objects dress (item # 392) and parfleche (item # 184)
Warm up: (15 minutes approximately) The teacher will describe a picture of the beaded necklace (item # 402C) to model to the students how we can explain what an object looks like without seeing it. 
The students will take out a piece of paper and he/she will tell them this is an object that can bend and it is made up of colored round objects. The colors are green, brown, white, gold, blue, and orange. The objects are put in a row next to each other and form a circle. See what the students draw and if there was enough description of the object for them to draw it.

(Each student approximately 15 minutes) Print out two color pictures of the dress and the parfleche for each pair of students and have one student describe the object to the other student what it looks like. The second student draws what the other student tells them without telling him / her knowing it is a dress (item # 392) and follows the teacher model. Have the students use verbal clues only and not use any hand gestures.
The other student sits and listens and cannot ask any questions. After they are done drawing they can ask two questions to finish up as long as they do not ask what the item is. Next the student that drew gets their chance to describe the parfleche (item # 184).  After they are all done, each group of students will share with the class what they have drawn and what they have learned from this activity. The museum description will be read to the students and any student questions can be answered on the materials that are used to create the objects.

Lesson 3: How to Read an Object Activity:
 Students will work in groups and will look at pictures of item # 1784 (Cedar bear grass basket over cedar foundation with dentalia).
 With these questions the students will respond what they think:
1. How does this object relate to the Nezperce culture?
2. Who do you think made this object?
3. What do you think it was made for?
4. Who used it?
5. When and where do you think it was made?
6. Why was it made?
7. How was it actually made and what materials was it made from?
8. What does it say about the technology of the time?

Lesson 4: How did the Introduction of the Horse Change Nez Perce Culture?
Using the saddle (object #162C) and buffalo bag (object #1030) and paddle (object # 1090C)
Warm up: The students will be shown pictures of the saddle and the buffalo bag and asked to compare/ contrast these items on how they have changed from in the past to present day.
Venn diagram can be used for this activity (two circles connected in the middle) 
 

Background information and modeling: The Nez Perce relied heavily on foot travel and on thedug-out canoes for early transportation. Later with the introduction of the horse the Nez Perce traveled further and traded with more tribes. Show the students the paddle and let them generate ideas on how travel has changed from using water travel and comparing travel by horse.

Session one- five: Using the example above as a model for the students, they will be grouped and assigned a topic related to the effects of the introduction of the horse to Nez Perce culture. The students will research and find out how the introduction of the horse changed their way of life. 
Suggested topics are: dress, trade goods, foods, social custom, music/instruments, art/legends, and weapons/tools.  Students will compare and contrast the changes that occurred as a result of the introduction of the horse.  They will be given a rubric to follow in producing a presentation to the rest of the class.  Examples of presentations could be Power Point presentations, posters with charts and/or diagrams, etc. See rubric for evaluation.

 Lesson 5:   How Travel has Changed: Oral History
Using Tools ( items 8851-Adze, #376 Ax, #375 blade, #8901 celt, #3017 wedge)
 Session one:
Warm up:  Five students will be given a picture of one of the tools and they will be asked to come in front of the class after getting a few minutes to think of the identity and function of their tool.  Another student will ask him/her questions about their artifact.
 The student can make up stories and give examples of the usage of their tool.  In this way they can role-play as the person being interviewed and the other student can practice and role-play how to interview some one.
 Students will come up with a list of possible people they may interview and permission slips will go home with students fro parents to review what is expected and their permission.
 Session two:
Students will be divided into groups after establishing a person they can interview for the oral history project.

Students will develop questions to ask their parents, grandparents, or other older relative on how travel has changed in their in their lifetime, or from stories they have heard.
Session two:
Students begin this activity by asking their parents, grandparents, or other older relative what life was like when they were younger and how travel and transportation has changed during their lifetimes. They can document this with taking notes or video taping. (With older students, discuss the meaning of the term primary source). A diary, artifacts, or letters can be used as sources too. Brainstorm ways the class may begin their research. Suggest the students may check a local phone book, town hall, Chamber of Commerce, or Internet sources for travel and transportation. 

Lesson 6:  Traveling to the Coastal Tribes to Trade:
Using necklace (object # 2188C) Abalone and shell disk beads necklace on a twisted cord      
Warm up: The students will be shown the coastal necklace and asked “What materials were used to make this necklace?”  “What tribe do you think the Nez Perce got the necklace from?”
 
Session one: Give each student a set of maps.  Use maps from the Nez Perce National Historical Park guide, “And It Is Still That Way, An Educator’s Guide”, page 78 (Indian Tribes of the Pacific Northwest) and page 81 (Indian Tribes of Idaho), and page 84 (Indian Trade Network, page 79 (Culture Areas). 
Students will use the maps to match tribal names to traded goods and then locate the areas from where the tribes originated.
Using the map, Indian Tribes of the Pacific Northwest, have students outline the Indian cultures using contrasting colors. On paper, match trade items with the tribes that traded those items.

Lesson 7: My Trading Journal
Warm up: Read a few journal entries from Lewis and Clark to show the students what a journal entry sounds like and how they can write their own journal.
Create a weeks worth of journal entries of what they did as an Indian trader, who they saw, what they traded, who did they trade with as a trader in first person. Write about the geography of the area they traveled and locate their travels on a map.
 Choose a tribe and its appropriate trade items.  Include what you’d trade, what you wish to receive, how you’d make the trade because you didn’t speak the same language, and anything else that is important.  Sign language lessons available in The Educators’ Guide.

Wrap Up Activity and Discussion with KWL
  The last part of the KWL chart must now be filled out to show what the students Learned at the end of this lesson now that all the activities are done.  We will fill out what we learned from this lesson on trading and the Nez Perce culture by completing the last part of the chart under L.
K- What we know
W- What we want to learn (questions)
L- What we learned from these activities